Inclusive Puzzle Design as an Innovative STEM-Based Learning Tool for Children with Special Needs

Abstract

Inclusive education requires adaptive and accessible learning media to accommodate the diverse abilities of children with special needs, especially in the context of STEM (Science, Technology, Engineering, and Mathematics) learning. This study aims to develop and evaluate inclusive STEM puzzles as innovative learning tools to support the cognitive, motor, and emotional development of children with special needs. A quantitative quasi-experimental design combined with a Research and Development (R&D) approach was used. The inclusive puzzle, D-PUZZLO, was developed using the ADDIE framework and implemented with 16 children at a Special School in Temanggung, Central Java, Indonesia. The study lasted for 1 month, with each child receiving 5 consecutive sessions, each lasting 30 minutes. Pre-test and post-test evaluations were conducted. Analysis used the Wilcoxon Signed Rank Test. Results showed a statistically significant improvement in puzzle completion performance, independence, assembly speed, fine motor skills, emotional engagement, and visual discrimination related to shape and color design (p < 0.01). High-contrast colors, gradual difficulty levels, and adjustable puzzle shapes increased task engagement and efficiency. These findings indicate that inclusive puzzle design based on STEM principles and Gestalt theory effectively promotes learning through practice, motivation, and self-directed learning. Inclusive STEM-based puzzles provide a practical and adaptable solution for equitable learning experiences for children with special needs

Keyword : Inclusive Puzzle; Design; STEM; Children Special Needs

ABSTRAK

Pendidikan inklusif memerlukan media pembelajaran yang adaptif dan aksesibel untuk mengakomodasi keberagaman kemampuan anak berkebutuhan khusus, terutama dalam konteks pembelajaran STEM (Science, Technology, Engineering, and Mathematics). Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi puzzle STEM inklusif sebagai media pembelajaran inovatif guna mendukung perkembangan kognitif, motorik, dan emosional anak berkebutuhan khusus.

Penelitian menggunakan desain kuasi-eksperimental kuantitatif yang dikombinasikan dengan pendekatan Research and Development (R&D). Puzzle inklusif bernama D-PUZZLO dikembangkan menggunakan kerangka ADDIE dan diimplementasikan pada 16 anak di Sekolah Luar Biasa (SLB) di Temanggung, Jawa Tengah, Indonesia. Penelitian berlangsung selama 1 bulan, dengan setiap anak mengikuti 5 sesi berturut-turut, masing-masing berdurasi 30 menit. Evaluasi dilakukan melalui pre-test dan post-test, dengan analisis menggunakan Uji Wilcoxon Signed Rank. Hasil penelitian menunjukkan adanya peningkatan yang signifikan secara statistik dalam kinerja penyelesaian puzzle, kemandirian, kecepatan perakitan, keterampilan motorik halus, keterlibatan emosional, serta kemampuan diskriminasi visual terkait desain bentuk dan warna (p < 0,01). Penggunaan warna kontras tinggi, tingkat kesulitan bertahap, dan bentuk puzzle yang dapat disesuaikan meningkatkan keterlibatan serta efisiensi tugas. Temuan ini menunjukkan bahwa desain puzzle inklusif berbasis prinsip STEM dan teori Gestalt secara efektif mendorong pembelajaran melalui praktik, motivasi, dan pembelajaran mandiri. Puzzle berbasis STEM yang inklusif memberikan solusi praktis dan adaptif untuk mewujudkan pengalaman belajar yang setara bagi anak berkebutuhan khusus.

Kata kunci: Puzzle Inklusif; Desain; STEM; Anak Berkebutuhan Khusus